2,716 research outputs found
A 2-set-up Routley-Meyer Semantics for the 4-valued Relevant Logic E4
The logic BN4 can be considered as the 4-valued logic of the relevant conditional and the logic E4, as the 4-valued logic of (relevant) entailment. The aim of this paper is to endow E4 with a 2-set-up Routley-Meyer semantics. It is proved that E4 is strongly sound and complete w.r.t. this semantics
Relational Semantics for the Paraconsistent and Paracomplete 4-valued Logic PŁ4
The paraconsistent and paracomplete 4-valued logic PŁ4 is originally interpreted with a two-valued Belnap-Dunn semantics. In the present paper, PŁ4 is endowed with both a ternary Routley-Meyer semantics and a binary Routley semantics together with their respective restriction to the 2 set-up cases
Relational Semantics for the Paraconsistent and Paracomplete 4-valued Logic PŁ4
[EN] The paraconsistent and paracomplete 4-valued logic PŁ4 is originally interpreted with a two-valued Belnap-Dunn semantics. In the present paper, PŁ4 is endowed with both a ternary Routley-Meyer semantics and a binary Routley semantics together with their respective restriction to the 2 set-up cases.SIMinisterio de Ciencia e Innovación (MCIN/AEI/ 10.13039/501100011033
Incidencia de las características mineralógicas y texturales en algunas propiedades de las pizarras de techar
La intervención escolar en los trastornos del espectro autista
[Resumen] La integración social y escolar de los
niños con trastorno del espectro autista es un
hecho consumado desde los últimos años. Sin
embargo, su práctica debe considerar una
serie de adaptaciones y ajustes. Las limita-
ciones que manifiestan estos niños son muy
variadas y heterogéneas, lo que en la práctica
escolar debe traducirse por una actuación
educativa que de respuesta a sus necesidades
y habilidades. El objetivo del presente artícu-
lo es revisar algunas cuestiones centrales
para la intervención psicoeducativa de los
niños con trastorno de espectro autista, las
modalidades de escolarización y las adapta-
ciones tanto curriculares como sociales. Se
proponen algunas mejoras para la puesta en
marcha efectiva de las diferentes medidas
educativas a adoptar.[Abstract] The social and school integration of chil-
dren with autistic spectrum disorders is a fait
accompli in recent years. However, its practi-
ce must consider a series of adaptations and
adjustments. These children show a variety of
heterogeneous limitations, what in the school
practice must be translated into an educative
performance that responds to their needs and
abilities. The goal of this article is to revise
some vital questions for the psychoeducative
intervention in children with autistic spectrum
disorders, for the different schooling systems
and for the curricular or social adaptations.
Improvements are proposed in order to carry
out an effective launch of the different educa-
tive measures that must be taken
Relational semantics for the 4-valued relevant logics BN4 and E4
The logic BN4 was defined by R.T. Brady in 1982. It can be considered as the 4-valued logic of the relevant conditional. E4 is a variant of BN4 that can be considered as the 4-valued logic of (relevant) entailment. The aim of this paper is to define reduced general Routley-Meyer semantics for BN4 and E4. It is proved that BN4 and E4 are strongly sound and complete w.r.t. their respective semantics
Enhanced dimerization of TiOCl under pressure: spin-Peierls - to - Peierls transition
We report high-pressure x-ray diffraction and magnetization measurements
combined with ab-initio calculations to demonstrate that the high-pressure
optical and transport transitions recently reported in TiOCl, correspond in
fact to an enhanced Ti3+-Ti3+ dimerization existing already at room
temperature. Our results confirm the formation of a metal-metal bond between
Ti3+ ions along the b-axis of TiOCl, accompanied by a strong reduction of the
electronic gap. The evolution of the dimerization with pressure suggests a
crossover from the spin-Peierls to a conventional Peierls situation at high
pressures.Comment: 9pages, 4 figure
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